Políticas de inclusión universitaria y comportamiento estratégico en educación secundaria

Felipe González and Esperanza Johnson ()
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Esperanza Johnson: Universidad de Chicago

Estudios Públicos, 2018, issue 149, 41-73

Abstract: In June 2012, the so-called “ranking score”, which measures students’ school performance relative to that of others in the same establishment, was incorporated into the university admissions system to enhance the inclusiveness of Chilean higher education. This article studies academic performance and changes of school among students affected by the policy and presents two findings indicative of changes in the behaviour of students and schools themselves. First, comparing students’ grades at the secondary level (the last four years of school before university) with those of the final primary year before and after the ranking score system reveals a rise in students’ grades at the secondary level. Second, following the announcement of the ranking score system, students standing to benefit most from changing school were found to be more likely to do this. Taken together, these findings suggest that the ranking score system has encouraged students and schools to change their behaviour to maximize the benefits from this policy

Keywords: secondary education; ranking score; university admission; incentives (search for similar items in EconPapers)
JEL-codes: I23 I24 P36 (search for similar items in EconPapers)
Date: 2018
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Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:cpt:journl:v::y:2018:i:149:p:41-73

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